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UNITED STATES OF AMERICA. 



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gapday-Setyool geiepee. 



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BY 



I^EY. I^IGHAI^D S. HOLMES, M.A. 



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New York : HUNT & EATON. Cincinnati : CRANSTON & STOWE. 



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PORTHE 
SUPERINTENDENT. 



POR TEACHERS 

AND 

NORMAL CLASSES. 



FOR THE 
SCHOLARS. 



OUK SUPERINTENDENT. By J. H. Vincent, io cents. 

THE MODERN SUNDAY-SCHOOL. By J. H. Vincent. $i. 

The first of these is an inspiring talk with the superintendent 
upon the duties of his office and how to perform them. The 
second is a thorough explanation of the best methods of con- 
ducting a Sunday-school. 

The Sunday-school experience of one hundred years has 
proved that without well trained teachers success is only partial. 
*^Our list of books, adapted both for private use and for normal 
teaching, is unsurpassed : v, 

SUNDAY-SCHOOL SCIENCE. By R. S. Holmes. 20 cents. 

OUTLINE NORMAL LESSONS. By J. L. Hurlbut. 25 cents. 

STUDIES IN THE FOUR GOSPELS. By J. L. Hurlbut. 
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OPEN LETTERS TO PRIMARY TEACHERS. By Mrs. W. F. 
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3MRMAL OUTLINE SERIES: 

Bible History. By J. F. Hurst. 50 cents. 
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CHAUTAUQUA TEXT-BOOKS. Price, 10 cents each. 
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No. 41. The Teacher Before his Class. 
No. 42. Outlines of Methodism. 
No. 49. Palestine. 

For the many earnest teachers who desire to give their schol- 
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SUPPLEMENTAL LESSONS. By J. L. Hurlbut. 25 cents. 

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New York: HUNT * EATON. 



Cincinnati: CRANSTON * STOWE. 



TEN LESSONS 



IN 



Sunday-School Science 



A MANUAL 



FOR THE USE OF 



NORMAL CLASSES 



lL n /^SS^; 

("JUL 8 m 

RICHARD S. HOLMES^^SHiifetc 



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NEW YORK: HUNT &> EA TON 

CINCINNA TI: CRANSTON &» STOWE 

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Copyright, 1890, by 

HUNT & EATON, 

New York. 



PRE FAC E. 



This little book is designed to help Sunday-school 
teachers who, feeling the need of aid along lines of 
study lying outside of the text-book which they 
teach, but which are no less necessary to be followed, 
are willing to put forth definite and systematic efforts 
in the direction whither they lead. Briefly these lines 
of study lead to questions concerning the Sunday- 
school itself as an institution, the scholar as an immor- 
tal being with a destiny dependent upon character, the 
teacher as circumscribed and limited by the nature 
both of the school and of the scholar, and the work it- 
self, as conditioned upon certain fixed laws, and aided 
by certain necessary adjuncts. Most of the matter 
which is here presented is doubtless not new. Its form, 
however, is new, and is the result of many years of 
teaching and of study in both secular and Sunday- 
schools. For convenience' sake, the topics discussed 
have been arranged in ten lessons, with the thought 
that they would thus serve for ten consecutive morn- 
ing or afternoon sessions at any of our Sunday-school 
assemblies. A synopsis of each lesson precedes the 
lesson itself. It is suggested that all students should 
thoroughly master these synopses, if not by actual 
memorizing, by some other equivalent process. In 



4 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 

class use at assemblies it would be of great value if 
the lessons could be thoroughly learned before coming 
to the class-meeting room, that the exercise might as- 
sume the form of discussion of principles with appli- 
cation to particular cases, instead of being a simple 
lecture by the teacher, or a drill with the class upon 
the points contained in the outline. "With the hope 
that this may be accomplished* we have styled our 
book Ten Lessons in Sunday-school Science : a 
Manual for the Use of Normal Classes, and to 
our fellow-workers in this important field, the officers 
and counselors of the Chautauqua Normal Union, we 
dedicate it. R. S. Holmes. 

Warren, Pa., January 10, 1890. 



CONTENTS. 



LESSON I. 
The School f 

LESSON II. 
The Scholar , 15 

LESSON" III. 
The Teacher — Qualifications 22 

LESSON IV. 
The Teacher — Preparation „ „ 28 

LESSON V. 
TH E WOKK-L.W, JWi—f...: 34 

LESSON VI. 

The Work-Laws. \ fcl I?m™™lity. ) 

( (d.) Concentration, j 

LESSON VTI. 
The "Work — Adjuncts. Illustration 48 



LESSON VIII. 
The Work — Adjuncts. Interrogation 55 

LESSON IX. 
The Work — Adjuncts. Imagination 62 

LESSON X. 
The Work — Adjuncts. Inspiration 68 



TEN LESSONS IN 

SUNDAY-SCHOOL SCIENCE. * 



LESSON I. 
THE SCHOOL. 

SYNOPSIS. 

I. THE SCHOOL. An educational medium. Definition of 
education. S. S. among educational media unique. 
(1) Plan; (2) Purpose; (3) Method; (4) Constituency. 

statutory regulation. 



In plan a school, but without 



individual anthority. 
definite income, 
regularly trained teachers. 
In purpose limited. Aims not at culture in general lines, 

etc., but at securing right relations 
between the soul and Jesus Christ. 
In method narrow : one text-book ; an irrresponsible super- 
intendent ; teachers without training ; 
library not suited for general read- 
ing, etc. 
In constituency theoretically broad, practically very narrow. 

Theoretically : families of church, 

etc. 
Practically : only children, and even 
then not all, etc. 
H. ITS NEEDS. (1.) Close union with Organic life of 
Church. 
Its work, work of the church : should be promoted by pas- 
tor, officers, and people. 

I church service. 
Does not take place of \ . 

home training. 

Divine order: Home, Church, School. 



8 TEN LESSONS IN SUNDA Y- SCHOOL SCIENCE. 

(2.) Practical aid from Organic life of Church. 

( Field for pastoral labor. 

I Encourage by his com- 
(a) Oversight by pastor I meildatiorl> 

• and governing body ' ,_ , 

° Know members. 

Know work. 

(5) Wise superintendence. 

(c) Good teaching. 

Having such needs, there is another essential to the highest 

welfare of the school, namely: 

III. RECOGNITION. (1.) By notices from pulpit, etc. 

(2.) By prominence to all S. S. meet- 
ings, etc. 

(3.) By superintendent being a mem- 
ber of governing body. 

(4.) By sermons at stated times to 
school, etc. 

That the whole purpose of the school may be accomplished 
there should also be between church and school active 

IV. CO-OPERATION. This may take many forms. 

(1.) Prayer: in church, prnyer- 
meeting, family devotions, and 
private prayer of individual. 

(2.) Support: personal — financial. 

So much has been in the main theoretical. Look at one 
more point that shall be practical. 

V. OPERATION. Dependent on the character and qualifi- 

cations of officers and teachers. There- 
fore, 

(1.) The Superintendent should be (a) Ambitious; (5) In- 
ventive; (c) Studious; (d) Practical; 
(e) Executive; (/) Teach-able; 
(g) Teach-able. 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 9 

(2.) There should be a School Spirit. (a) Enthusiasm; 

(b) Belief in its officers; (c) Ambition 

to make it best, etc. ; (d) Love for 
school as a school, etc. 

(3.) There should be thorough System. Secretary, Disci- 
pline, etc. 

(4.) There should be Teaching Power. See Less. III., IV. 



THE LESSON. 
I. The School. — The Sunday-school is among all 
educational media unique. It is without question an 
educational medium, since education is the process 
which lits the soul to do and be what God meant it 
to do and be. The God-ordained destiny of the soul 
is oneness with him. It is for this the Sunday-school 
aims. It is therefore a true educational medium, but 
unique — unique in its plan, unique in its purpose, 
unique in its method, and unique in its constituency. 

(1.) In plan it is a school, but is regulated by no civil 
statute ; the law in no form recognizes it ; back 
of it there lies no individual authority to which 
it is by any enactment compelled to yield alle- 
giance ; it has no definite or reliable income on 
which it may depend for support ; and though it 
undertakes to accomplish its work by teachers, there 
is no source of supply from which to draw them 
that is adequate to the need, and no basis of quali- 
fication in experience, but only in, profession. 

(2.) In purpose it is limited, for it aims at but one 
thing, which is to secure personal relations be- 
tween the soul of the pupil and Jesus Christ. 
General culture has here no place. Not even 
1* 



10 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

scholarship is desired. If the soul be brought to 
Chris*-, and upbuilt in Christ, the purpose of this 
school is accomplished. 

(3.) In method it is narrow ; since while it uses the 
school method of text-books, superintendent, 
teachers, and public library, it uses it in narrow 
limits. For it employs but one text-book, and 
that always the same, and for every age and grade 
of scholars. Its superintendent is often a hap- 
hazard officer, and without responsibility to any 
organization. Its teachers are often poorly pre- 
pared for their work, and are frequently with- 
out previous training when appointed ; and its 
library is not designed to instruct in general lit- 
erature, but only to provide so-called suitable 
reading for children for Sunday afternoon. 

(4.) Li constituency it is theoretically broad ; for the 
theory of the school is that it embraces the fam- 
ilies of believers, and such as they may influence. 
One writer says, " It is the church studying the 
word of God." Practically it is but a fragment 
of the adult portion of the church. Its scholars 
are mainly children. In many cases the children 
of the wealthier portion of the church are not in 
the school. The younger the scholar, the more 
punctual and interested the attendance. The needs 
of such an institution become at once apparent. 

II. Its Needs. — These are man} T , but we shall 

specify but two : 

(1.) Close union with the organic life of the church. 

Its work is the work of the church. The only 

difference between school-work and church- 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 11 

work is in range. It is not in kind. This work 
should be promoted by the pastor, by the church 
officers, and by the people. Responsibility for the 
usefulness of the school rests upon the whole 
church. Accordingly it should be borne in 
mind that the school cannot take the place of 
any church services. Children should be taught 
and trained in church-going: as the first external 
religious service. We use the word "external" 
with reference to the home. For neither church 
nor school should come between the child and its 
home, if in that home there is a proper religious 
training. The divine order is, home first ; then 
the church; then the school. Let the child be 
taught to regard these three as related parts of 
one organic whole. 
(2.J Practical aid from the organic life of t/te 
church. This practical aid can express itself in 
ways without number. We name some of the 
most natural forms for it to take : 
(a.) Oversight by the pastor and his official 
associates. The school needs its pastor, and 
the pastor needs his school. He needs it as 
afield for pastoral labor; he can learn much 
of his pastoral duty by acquaintance with his 
school. The school needs the pastor's com- 
mendation ; officers and teachers and scholars 
also would by it be often greatly encouraged. 
The pastor should know every member of the 
school by name ; in no other way can he aid it 
so well. Above all, the pastor should know 
what is being done from week to week. Let 
him preacli never so well, unless the school- 



12 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 

work supplements liis, and is in perfect har- 
mony with his, church and school will 
languish. 
(b.) Wise superintendence. This will be 
treated under the head of Operation, which 
is the last division of this lesson. That the 
chnrch should provide it is almost axiomatic. 
(<?.) Good teaching. Of course it is due to the 
school that the church should assume tlie 
burden and responsibility of providing 
for this most important work the best teach- 
ing possible. In secular education the State 
recognizes the need and meets it. Having 
such needs, there is another essential to the 
highest welfare of the school, and that is, 
III. Recognition. — The school should be by all 
regarded as an integral part of the church. When 
the church is spoken of, the school should always be 
equally in mind. Moreover, public expression of this 
estimate of the nature of the school should be fre- 
quent, and this would constitute a recognition. It 
would take various forms, such, for example, as 
(1.) Notices from time to time from the pulpit of 

the time and place of the school sessions. 
(2.) Giving the same prominence to its various 
meetings as is given to similar meetings of the 
church ; for example, meetings of mission-bands, 
the young people's society, annual meetings for 
election, etc. 
(3.) Making the superintendent, by virtue of his 
office, a member of the governing body of the 
church. Tiie reasons are too obvious to need a 
statement. 



TEX LESSON'S IN SUNDAY-SCHOOL SCIENCE. 13 

(4.) Preaching at regular stated times, for the 
school, about the school, and to the school. 
Preaching in regular form, and in dignified man- 
ner, sermons to the Sunday-school. 

That the whole purpose of the school may be ac- 
complished, there should also be between church and 
school an active 

IV. Co-operation. — The Sunday-school must have 
the co-operation of all functions of church life, that 
its purpose may be accomplished for the good of the 
church, and for God's glory. The most important 
form which such co-operation can take is 

(1.) Prayer, public and private, in church and 
prayer-meeting, at family altar, and in the indi- 
vidual closet. Remember that the purpose of the 
school is the conversion to God, the upbuilding 
in Christ, and the establishing of communion 
with the Holy Spirit of and for those who are 
taught in it. This is a spiritual work, and must 
depend largely upon the right action of the spir- 
itual engine, prayer. As faith and works must 
go together, a second important form of co-opera- 
tion is 

(2.) Support. This should be personal and finan- 
cial. There should never be a lack of persons to 
officer and teach the school. It is, however, often 
a serious question who shall be superintendent. 
Support in this direction should be given by the 
church, even at pecuniary cost, if necessary. The 
usefulness of a Sunday-school is often impaired 
by lack of funds, and this need should always be 
supplied from the general treasury of the church. 



14 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

A large portion of that which has preceded has, to 
a certain extent, been theoretical. What follows shall 
be practical. We present it under the topic 

V. Operation. — This will, of course, depend upon 
the operators. As these are the officers and. teachers 
of the school, our topic brings up the question of the 
character and qualification of its officers and teachers. 

(1.) The first essential to efficient work is a conse- 
crated and. able executive officer, universally called 
a superintendent. He should be what his name 
signifies. Pie should be (a) ambitious, (b) invent- 
ive, (c) studious, (d) practical, (e) executive, and 
both (f) teach-Me and (g) te&ch-able. 

(2.) The second essential to efficient work is the 
school spirit, the spirit which pervades the whole. 
It will manifest itself and can be developed in 
many ways. We name a few of these manifesta- 
tions : (a) Enthusiasm for the school ; (b) belief 
in its officers — our superintendent the best super- 
intendent, etc. ; {c) ambition to make the school 
of very high rank among schools ; (d) love for the 
school as a school. 

(3.) System. This is absolutely necessary to good 
work. There must be a time for every thing. 
There must be good classification. There must 
be a good and ingenious secretary. There must 
be rigid discipline. Order is heaven's first law. 

(4.) Teaching power. Without this the work of 
the school can never be done. How it may be 
obtained and developed, or what are its charac- 
teristics, will be treated in Lessons III and IV. 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 15 



mjZEssonsr n. 

TKE SCHOLAR. 

SYNOPSIS. 

I. THE SCHOLAR. " The noblest study of mankind is 

man." 
A being to be educated : namely, fitted to do, etc. 
A being to be studied: a part of nature; therefore, 
governed, etc. 

f of nature. 
Governing laws < of condition. 
(_ of destiny. 

H. LAWS OF SCHOLAR'S NATURE. A Human Being: 

therefore, governed by the laws of animal life ; 

by the laws distinguishing man 
from animals. 

j self-protection. 
As an animal : notice tendency to < 

self-gratification. 

f appetites, 
notice presence of < passions. 
[_ instincts. 
( think practically. 

As a man: notice power to \ think speculatively. 

[_ reason, 
power of self-elevation. 

HI. LAWS OF THE SCHOLAR'S CONDITION. 

(1.) A Child: therefore, subject to laws of right guidance: 

' Immature, 
Active, 
because \ Frivolous, 
Curious, 
Affectionate, 



16 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 

(2.) A Developing Child: therefore, subject to psycho- 
logic law: 

Perception, 

Memory, 

Imagination, 

Interrogation, 

Application, 

Thought, 

Reason. 



Notice the order in which 
faculties appear in an 
overlapping succession : 



IV. LAWS OF THE SCHOLAR'S DESTINY. 

An Immortal Being: therefore, governed by the laws of 
the spiritual world. 

f Immortality. 
Notice the intuition of ... . < Twofold possibility 

[_ of destiny. 
Notice the revelation to consciousness of a future 

, ( to be saved, 
of woe or bliss: the soul { 

to be lost. 



Notice that destiny lies in choice on the field of 
moral action. 



THE LESSON. 

I. The Scholar. — " The noblest study of mankind 
is man," and the teacher who will make this noblest 
study must begin with the " father of the man ; " that 
is, the child. It is a composite creature that is before 
the teacher in the class ; a crude and rudimentary 
creature that is to be fitted to do the thing God meant 
it should do ; that is, to be educated. And the teacher 
who would have part in this educational process must 
study this creature. 

In such study the observing teacher will find three 
sets of laws that govern the development of the 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 17 

Sunday- school scholar. These are laws of nature, laws 
of condition, and laws of destiny. 

A knowledge of these laws will enable the teacher 
wisely to adapt his own personality to that of the pu- 
pil, and as wisely to adapt the matter which he offers 
as mental and spiritual food, and also the manner in 
which he offers it. 

II. Laws of the Scholar's "Nature. — The Scholar 
is a Human Being. Born of the earth, subject to 
physical changes kindred to those occurring in all 
organized life, he is at once from this relation weak 
and strong. He is 

(a.) An animal. The principles of self pro- 
tection and self gratification are predomi- 
nant. He grows like an animal ; has pas- 
sions and appetites Whe the animal ; is keenly 
alive to animal enjoyment ; and by animal 
instincts tends to develop in lines which are 
opposite to the lines in which the principle 
of moral government w r ould lead. 
(In teaching the teacher should illustrate each of the 
italicized points, and fully elaborate.) 

(b.) A man. That is, he can think on themes 
above those belonging simply to self — on 
practical themes, thereby producing the busi- 
ness of the world ; on speculative themes, 
which power gives rise to religion and phi- 
losophy. He can reason in a realm above 
that dominated by animal want. He can 
elevate himself from animal dependence to 
human independence by his special endow- 
ment as man. 
(Let the teacher illustrate here.) 



18 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

III. Laws of the Scholar's Condition. — 
(1.) The scholar for the most part is a child, and 
therefore in need of right guidance according to 
the qualities of childhood which preponderate in 
each particular scholar. Hence, each scholar 
must be studied. 

Here lies the Sunday-school teacher's greatest 
difficulty. The text-book he is to teach is abstruse 
and difficult. It deals with the mightiest ques- 
tions that concern the soul of man ; and the soul 
of man by reason of its human environment is 
averse to the themes it presents. This child- 
scholar is of every age just short of young man- 
hood and young womanhood, and is characterized 
by the following traits : 
(a.) Immaturity. He is too young to grasp 
the great truths of the Scriptures; to. appre- 
ciate its literary beauties ; to apprehend its 
spiritual depths. This fact alone the teacher 
should ponder much, and pray over more. 
(b.) "Activity. The child is restless, not will- 
ing to sit long in one position, nor to think 
long on one subject. To meet this trait 
there must be variety in the plans of teach- 
ing, and constant employment for the active 
little bodies and minds. The wise teacher 
will remember this trait of childhood and. 
give it play by finding for it occupation." 
(c.) Frivolity. The pupil is by " attention 
and taste diverted from the serious and ear- 
nest things of life." Religion is not spe- 
cially attractive. "Worldly pleasures are fas- 
cinating. Fun, frolic, and fashion are the 



TEN LESSONS IN SUNDA Y- SCHOOL SCIENCE. 19 

ruling impulses. Here is a field where the 
teacher can exercise his greatest powers. 
(d.) Curiosity. Tact and genius in a teacher 
will take advantage of this trait to interest 
the scholar in the surface of the lesson-word, 
and then fervor and grace ought to carry the 
thought below the surface to the hidden 
truth. Curiosity wisely aroused and as wise- 
ly gratified may be a great means of grace. 
(<?.) Affection. This plant grows easily in the 
heart's garden. It is a remnant of Eden. 
The roughest nature is capable of it, and the 
boys and girls for the most part in our Sun- 
day-school classes are particularly easy to 
reach through this heart trait. 
(2.) A developing child. The law of human life 
is "first the blade, then the ear, then the full 
corn." As in organic nature below man, so in 
man, system and order prevails. The order of 
development is uniform somewhat as follows : 
(a.) Perception. The power to observe or 
perceive the external world appears first in 
the soul. 

(b.) Memory. The power to retain and on de- 
mand recall or remember the things that 
perception has seized comes next in the order 
of time. 

(<?.) Imagination. The power to dress in new 
garb, or array in new, and often fantastic, 
relations what perception has seized and 
memory recalled, appears as the next serv- 
ant of the soul. 



20 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

(d.) Interrogation. The power which by these 
predecessors is awakened to ask about all these 
facts of consciousness questions innumera- 
ble and often unanswerable is the next mental 
manifestation. 
(e.) Application. The power which lays hold of 
the accumulations which life has thus far 
made, and begins to use them practically. It 
is this which tills the soul with a desire to do, 
and is manifest equally in each sex. It is a 
power capable of wonderful utilization in 
the work of the Sunday-school teacher. 
(f) Thought and reason. The power which 
takes the accumulated stores of knowledge 
which these other servants have gathered, 
and, pondering them, arrives at conclusions 
of its own regarding them, we call the power 
of thought, and is the next actor on the mental 
scene. These five powers are characteristic, 
for the most part, of five distinct ages in the 
pupil, and the teacher who wisely works will 
use the lever which knowledge of the pupil's 
development gives. These powers are- not 
isolated, but as they appear each continue in 
operation until the fully developed man ap- 
pears. 
IY. Laws of the Scholar's Destiny. — The 
scholar is an immortal being, and is, therefore, gov- 
erned by the laws of the spiritual world. There 
seem to be two great intuitions in man, one of immor- 
tality, and one of the twofold possibility of destiny. 
These point men forward to a future state, and 
have made the question of every age to be, " If a 



TEN LESSON'S IN SUNDA Y-SGHOOL SCIENCE. 21 

man die, shall lie live again ? " The nature of that 
future state, whether one of happiness or misery, de- 
pends upon the tendency of character in the physical 
life. We must, therefore, realize that this immortal 
being is to be saved, or to be lost. The sum of choices 
in the realm of morals makes the saved or the lost 
character; and our work is in the interest of the best 
moral choice. This is but a brief outline of a great 
subject, and should be supplemented by some more 
extended psychological study like Hopkins's Outline 
Study of Man. 



22 TEN LESSONS IN SUNDAY- SCHOOL SCIENCE. 



LESSON III. 

THE TEACHER— QUALIFICATIONS. 

SYNOPSIS. 

I. ASSUMED : a Christian : a Church Member : \ . ' 

active. 

II. MENTAL. Intelligence: Judgment: Observation: Tact: 

Will. 

Help. Willing to serve. 
ILL SPIRITUAL. Philanthropy: <{ Friendliness. 

Sympathy. 
God. 
Devotion ....<! Man. 
Duty. 

IV. PRACTICAL. 

(1.) Should believe practically 

(a) The Bible, God's word. 
(?/) Jesus, the Christ of God. 
Such belief necessary to earnestness. 
(2.) Should have personal experience of religious 

faith, 
truth; because necessary J forgiveness, 
to teach of penitence, 

love, etc. 

(3.) Should be a living example of piety toward 
God: in order 

(a) to influence toward right living: 

(b) to convince of power of Christianity. 
(4.) Should have careful knowledge 

(a) of self: failures, tendencies, etc. 
(jb) of scholar: see Lesson II. 

(c) of subject: Bible, etc. 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 23 

THE LESSON. 

I. The qualifications of any teacher should be vari- 
ous. Of the Sunday-school teacher they are all that 
can be demanded of a secular teacher, with the addi- 
tion of particular qualifications growing out of the 
Christian system. It is assumed that a Sunday- 
school teacher should be a Christian, because the one 
purpose of the Sunday-school is to make and develop 
Christians. It is further assumed that a Sunday- 
school teacher should be a church member, because of 
the advantages to be thereby enjoyed, and of the 
obligations thereby devolved upon the Christian. 
Sometimes there are Christians who are not church 
members, and sometimes church members who are 
not Christians ; but the Sunday-school teacher should 
always be both ; and membership should be char- 
acterized by loyalty to the church in every direction, 
and by activity wherever there is a channel opened for 
Christian activity. 

II. There are peculiar mental qualifications which 
should characterize the Sunday-school teacher. Of 
these there is no space for elaborate treatment ; but the 
student will notice : 

(1.) Intelligence. Our work is complicated ; we 
are between God and the soul ; the Spirit of God 
is always active in the hearts of the young ; the 
teacher needs the keen eye and the understand- 
ing heart to know the signs of spiritual moving. 

(2.) Judgment. Perhaps discrimination better con- 
veys the idea. The sense that tells when to press 
the claim of Christ personally; the power that 
guides the word we speak, so that rebuke, en- 



24 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

treaty, reproof, advice, compulsion, will come 
from the lip only in the fitting time. 

(3.) Observation. Which is not only seeing, but 
remembering ; the faculty which gathers from 
daily life the things which can be applied in teach- 
ing work, and helps to fit them to the hour of need. 

(4.) Tact. The power of touch ; the faculty that 
carries the teacher's bark between the Scylla and 
Charybdis of the Sunday-school room. That skill 
which interests and develops the scholar ; which 
presents the lesson according to a thorough plan, 
and yet so naturally that the teacher follows his 
own plan, while the scholars seem to, and really 
do, follow the laws of their own natural action. 

(5.) Will. Or magnetic power, by which the 
teacher forces his personality upon the person- 
ality of the pupil, and carries the pupil with him 
to the lesson-goal. It is what a noted preacher 
of our day calls "psychic-energy." Ole Bull 
once said, when he had melted a great audience 
to tears, "Do you know that I do not produce 
these effects by the mere sound of my violin ? I 
produce them by the direct action of my mind 
upon the mind of my audience ? " This the teacher 
must have at all hazards. 
III. There are spiritual qualifications also nec- 
essary. Notice, among many which might be men- 
tioned, two : 

(1.) Philanthropy. This is the ground-work of all 
success by the soul-winner. His example for it 
is in John 3. 16. It is a purely spiritual quali- 
fication wherever found, whether so recognized 
or not. It takes form in many ways. 



TEN LESSONS IN SUNDA Y-SCIIOOL SCIENCE. 25 

(a.) Heljyfulness. The Sunday-school teacher 
must be willing to serve. " Ich Dien " 
should be his motto ; and this should be a 
service of help to the rich and poor alike, to 
the worthy and unworthy, to the ignorant 
and educated. (Illustrate this.) 

(h.) friendliness. There is Gospel in a hand 
grasp. Friends are life's best possession. 
Many a scholar in Sunday-school does not 
know what a good friend is. Friendship is 
godlike. The Book of Proverbs has some- 
what to say about this. Study it. 
(c.) Sympathy. The power to suffer with and 
to enjoy with another. It makes spiritual 
loneliness impossible. It draws near to the 
holy of holies of the heart, and where it is 
consecrated to Christ it becomes a high-priest 
and enters behind the veil, and by its power 
there often comes to the heart thus visited 
the meeting of God at the mercy-seat. 
(2.) Devotion. A vowing of one's self utterly to 
God. Read the story of the Roman custom of 
vowing one's self to the God of the lower world, 
and thereby saving an army in defeat. This devo- 
tion takes form threefold : 

(a.) To God. His work. His will. Read of 
Jesus in temple at twelve years ; at Jordan 
" fulfilling-- all righteousness." 

(b.) To man. See above on philanthropy. 

(<?.) To duty. Read, for illustration, of Jesus 
in Gethsemane at prayer, and at his self-sur- 
render. John 18. 11. 



26 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

IV. Practical. — There are practical qualifications 
which are of great value. 
(1.) Practical belief is essential to the teacher. 
(a.) That the Bible is the word of God. That 
it came by no private energy, but was the 
result of the motion of the Holy Ghost upon 
men of God. See 2 Pet. 1. 20, 21. The 
teacher must be convinced of the inspiration 
that made the Scriptures God's word. 
(h.) That Jesus of Nazareth is the Christ of 
God ; not a Son of God ; but though man, 
and manly, yet Son of God and divine. For 
this read his own wonderful answer to Cai- 
aphas : Matt. 26. 62-64. 
These two beliefs are absolutely essential to ear- 
nestness of work as a Sunday-school teacher. 
(2.) Personal experience of religious truth ; for 
without that it is impossible to teach concerning 
the essential matters of faith, forgiveness, peni- 
tence, and love. One must have faith and know 
it, and must know what it is, in order to teach of 
it. The same may be said of these other expe- 
riences of forgiveness, etc. 
(3.) Pious example is necessary ; or, better, one 
should be a living example of piety toward God. 
The reasons are obvious. 
(a.) The aim of the Sunday-school teacher is 
for one thing : to produce right living ; there 
is no right living without filial love for God. 
A life which lives rightly is itself a many- 
voiced teacher. Being is better than say- 
ing, and influence comes from being, not 
from saying. 



•*»», 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 27 

(b.) There is no evidence of Christianity like 
a Christian. There is no need to prove that 
there is such a thing as fragrance in the 
presence of a Marechal Niel rose. The 
teacher who would convince of the power of 
Christian itj T to change life does not need ar- 
gument, but piety. Once more, being is 
better than saying. 
(4.) Careful knowledge. Knowledge is power. 
It cannot be said too often. Self-knowledge is 
power over self ; knowledge of the pupil is power 
to control and develop the pupil. See Lesson 
II. Bible knowledge is Bible power. The 
preacher who moves men most is the one who 
knows the Bible best. This careful knowledge, 
then, should take three directions : 
(a.) Of self : of one's weaknesses, failures, 

tendencies, abilities, environments, etc. 
(b.) Of scholar : nature, condition, destiny, 

etc. 
(c.) Of subject : The Bible : its history, age, 
authorship, contents, purpose, power, etc. 



28 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 



LESSON I"V_ 
THE TEACHER— PREPARATION. 

SYNOPSIS. 

I. NOT THE ONLY METHOD. Simply, a method. 

II. TEN RULES. Teacher's Decalogue. 

III. Rule 1. Pkayer. 

Difference between prayer, and a J Heat. 
Player '! Cold. 

r Spirit. 

Prayer < State. 

(^ Atmosphere. 
Formal, 



A prayer may be 



Forced, 

Unnatural, 

Lifeless. 



Rule 2. Bead, etc. Value, etc. 

Rule 3. Self-test. On facts of lesson. Anywhere. 

Rule 4. Comparison. Work of self-test with Bible. 

Rule 5. Catch- words. Write. Commit, etc. 

Rule 6. Outline. Two or three headings. 

Rule 7. Write Questions. Twenty, thirty — more, less. 
Study when written. Strike out, etc. 

Ride 8. Study Questions. In Question Books, etc. 

Ride 9. Practical Lessons. Write many; select few; 
fill quiver; shoot one, etc. 

Rule 10. Use Helps. Preparation all your own ; plan 
made ; consult now, etc. 



TEN LESSONS IN SUNDA Y-SCHO OL SCIENCE. 29 

IV. WHY SUCH PREPARATION ? Threefold answer. 

(1.) For the sake of the lesson. 
(2.) For the sake of teacher. 
(3.) For the sake of scholar. 

V. A HINT AT OUTLINE-MAKING. See Mark 16. 1-11. 



THE LESSON. 

I. A Method of Preparation. — This lesson does 
not claim to be the only method of preparation that is 
possible. It has been tried successfully for many 
years by one teacher, and is thus recommended. 

II. There are ten rules in this scheme of prepara- 
tion, and hence we style it the Teacher's Decalogue. 

III. Rules. — It is assumed that the need and reasons 
for preparation are well understood, and that the teacher 
is willing to make any requisite effort to secure it. 

(1.) The first step or law in our decalogue is that 
of prayer. Not a prayer. Between prayer and 
a prayer there is all the difference that there is 
between heat and cold. A prayer may be formal, 
forced, unnatural, without life. Prayer is a spirit 
permeating the character. Prayer is a state ; an 
atmosphere surrounding a life. A prayer may be 
only a definite act for which there has been no 
preparation and which is entirely without rela- 
tions. Prayer is the exhalation of spirituality. 
A right knowledge of a Sunday-school lesson is 
possible only through help of the Spirit. Prayer 
is the breath of the Spirit. 

(2.) Read, read, read, read ! This continuous work 
of reading should begin very early in the week. 
There is no way to absorb the entire meaning 



30 TEN LESSONS IN SUNDA Y-SCIIOOL SCIENCE. 

of Scripture truth equal to continued reading. 
The lesson text should be read so many times 
that it is fastened in memory without a definite 
attempt at committing it to memory. It then by 
its own power presents itself before the mind at 
all times. The great lack of Sunday-school teach- 
ers is familiarity with the text. 

(3.) Self-test. Make sure that you know the lesson 
and that you know that you know it. To do this 
employ a method of self-test, such as would be 
furnished by repeating the facts of the lesson in 
their order aloud as you can find opportunity. 
Do it on the street, as you walk, as you wait, in 
your own room, anywhere, often. Abundant 
opportunities will offer. 

(4.) Compare the work done in self-test with Bible 
text. Note carefully if you have failed to under- 
stand any thing. If you have misarranged or 
omitted any thing you will discover it. Make 
this comparison very carefully. You will be 
surprised to see how many things the Bible text 
will, under this comparison, reveal to you that 
you had not seen before. 

(5.) Catch-words. Without Bible, write on paper 
several prominent words which you can commit 
to memory, and which will instantly suggest the 
whole lesson. They will become nuclei around 
which illustrations will gather as your week goes 
by. They will be to your lesson-preparation what 
ganglionic centers are in the nervous system. 

(6.) Make outline. An outline for work is as 
necessary to the lesson preparer as a plan is to a 
builder. It should be of few points. Two good, 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 31 

comprehensive outline headings, or at the most 
three, will be of great practical service. It enables 
the preparer to group all the work to be done 
about a few easily remembered points. Let each 
teacher practice faithfully on making independent 
outlines. 

(7.) Write questions. When one has gone as far 
as this scheme suggests the facts of the lesson 
will be well in mind. As interrogation is the 
greatest accomplishment of the teacher, it de- 
serves great study to become facile in it. There 
is no better way than to practice in writing ques- 
tions. Write on every lesson twenty or thirty 
questions in accordance with the rules of interro- 
gation. Study them when written to see how 
they might be bettered, or to see what possible 
answers might be given to them by others. Strike 
out such as seem too hard or too easy, or obscure, 
or foolish, or useless. 

(S.) Study questions. That is, questions in ques- 
tion books made by others. Test them. Is the 
question ambiguous ? Why was it asked ? To 
wdiat does it lead ? Can a double answer be 
given ? Does it open the way for unwise dis- 
cussion ? All such tests should be rigorously 
applied, that you may learn what is a good and 
what a bad question. 

(9.) Practical lessons. By this time you are full 
of the lesson, and it has made you think of many 
things. There have been plenty of suggestions 
that bear on the human life, and you do not know 
which to use. Write them all out in full. Ponder 
and pray. Select from them the best. Have 



32 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

your quiver full ; you can use but two or three, 
but be sure you know which are best fitted, and 
then store them in mind where you can lay spirit- 
ual hands on them when wanted. 
(10.) Helps. You have found some difficulties, but 
you have mastered the lesson spirit. Your prep- 
aration so far is all your own. Now, in order to 
have no weak point in }^our armor, consult all 
such helps as you can obtain. Every teacher 
should have some good help in lesson journal or 
commentary. Also get such help as the teachers' 
meeting will afford. And now another sugges- 
tion. When all is done, and you feel prepared, 
carry it all with a prayer that is born of the prayer 
spirit which has characterized your study, and 
lay it at the feet of your Lord Jesus Christ. 

IY. Why is such Preparation Necessary ? — Well, 
there are many reasons, but three must suffice here : 

(1.) It is necessary because of the lesson itself. 
Many Bible lessons are hard'to understand ; much 
of the Bible is in language suggested by usages 
and customs of that day which were well under- 
stood, but are not now. The doctrines taught 
are sometimes hard to comprehend ; the phrase- 
ology is sometimes ambiguous ; and always we 
are tempted to make the Bible support what we 
think rather than to find what it says and believe 
it. Hence, careful study of every lesson is 
needed. 

(2.) Because of the teacher. It is the great source 

of sustenance for spiritual life. Man lives by 

. " every word of God." The teacher is engaged 

in attempting to vivify souls dead in sin. He must, 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. So 

therefore, be himself revivified by each lesson. 

His own wants must be first supplied from tin* 

world's store-house. 
(3.) Because of the scholar. The scholar has 

spiritual needs. The teacher must not only know 

them, but must know how to meet them. Each 

pupil differs from every other ; all wants are 

different. Therefore, careful study is needed that 

each want may be adequately met. 
V. A hint at outline-making is given here to help 
t sellers and to show how different lessons yield to 
the pressure of earnest study. Take Mark 16. 1-11 — 
The Resurrection. Here are five suggestive outlines, 
from any one of which the whole lesson could be 
easily taught, as each suggests the whole story : 

(1.) Submission, Sadness, Surprise, Service. 

(2.) The Sepulcher, The Seekers,The Saviour. 

(3.) The Sabbath, The Spices, The Sepulcher, 
The Stone. 

(4.) The Morning, The Marys, The Miracle. 

(5.) The Messenger, The Message, The Man- 
ifestation. 

2* 



84 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 



THE WORK— LAWS. 

SYNOPSIS. 

(a.) Attention. 
(5.) Mutuality. 

I. THE WORK: To Teach. Analytic Definition of 

Teaching. 
(a.) To arouse mind to its proper work. 
(b.) To stimulate to effort in thought. 
(c.) To guide the mind rightly in effort. 
(d.) To prove the character of work done. 

II. PROPER WORK OF MIND : Right Thinking. 

End of teaching, therefore, right thinking. 

Union between the mind guiding and the guided 

mind necessary. 
Hence, need for attention and mutuality. 

III. DEFINITION AND LAW OF ATTENTION. 

Def. "Voluntary fixing mind," etc. 
Law. Right thinking as a result, etc. 
" Voluntary fixing," etc., dependent on teacher. 

C Preparation 
^ '' < Personal magnetism > essential. 

(_ Knowledge of the soul 

(2.) Power to transfer to truth. r TTT .,, 

Depends on < . _, 

Consecration. 

To ventilation. 
(3.) Attention to externalites .... ^ To temperature. 

To discipline. 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 35 

IV. DEFINITION AND LAW OF MUTUALITY. 

Def. " Sympathetic union," etc. 
Law. Right thinking, etc. 
Sympathetic union, etc., dependent on activities in teacher: 
(1.) Approach of teacher. 
(2.) Knowledge of teacher. 
(3.) Influence of teacher. 
Teacher and pupil different: must become like. 
Teacher and pupil unacquainted : must become acquainted. 
Teacher and pupil socially separate : must become united. 



THE LESSON. 

(A.) ATTENTION. 

I. The Work. — The work of the school is to teach. 
It is not to entertain, harangue, divert, occupy, preach, 
or any other thing. It is only to " teach the word of 
Christ with the purpose of bringing souls to Christ." 
Let us understand definitely what teaching is : 

(a.) The human mind comes to us in Sunday- 
school for the most part indifferent as to its no- 
blest purpose. Our first work must be to arouse 
it to a sense of what it ought to do. 
(b.) Often when so aroused and conscious, sin in 
the heart renders the mind inert on the themes 
of life, death, sin, judgment, and immortality. 
So that a second thought in our analysis of teach- 
ing is that effort must be made to stimulate the 
mind to think on these matters of eternal moment. 
(<?.) A thinking mind is not always a balanced 
mind, especially if it be a child's immature mind. 
And so a third essential enters into the idea of 
teaching : The mind must be rightly guided in 
effort to think on eternal themes ; and, last, 



36 TEN LESSONS IN SUNDA Y-SCIIOOL SCIENCE. 

(d.) It is necessary, in order to make both 
teacher and pupil sure of what has been accom- 
plished, to wisely prove the character of what has 
been done by thorough examination. 

II. Proper Work of Mind. — The proper work of 
the mind is right thinking y and this becomes, therefore, 
the true end of all teaching. To the Sunday-school 
teacher comes the added responsibility of inducing 
right thinking upon Scripture themes: unless the 
mind of the pupil and the mind of the teacher shall 
unite in this labor there can be no adequate result ; 
hence we emphasize the two laws which are regulative 
of this union ; namely, attention and mutuality. 

III. Definition and Law of Attention. — Let us 
first define attention. Attention is the voluntary 
fixing of the mind upon a subject about which we de- 
sire to have more knowledge. 

It stands opposed to that rambling state of mind 
in which the thoughts move continually from one 
topic to another without dwelling upon any ; and also 
to that apathetic and listless condition of the mind in 
which it is without conscious thought, or in which 
ideas, if they exist, leave no trace in the memory. . . . 
There are two kinds of attention: (1.) Compelled at- 
tention. (2.) Attracted attention. . . . Attention is 
contagious. The real and earnest attention of the 
teacher, shining in his eyes, speaking in his voice, 
glowing in his whole manner and in every act, will 
almost inevitably catch the attention of his class and 
fasten it on the lesson. — Dr. Gregory. 

We are now ready for the law of attention, which 
we call the first law of the work of Sunday-school 
teaching:. 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 37 

First Law. Right thinking as a result of the 
work of teaching can only come from fixed and intel- 
ligent attention. It is plain that this voluntary fixing 
of the mind will depend on the teacher, and will be in 
proportion as the teacher has 
(1.) Power to arrest the attention of the pupil and 
fix it tipon himself. For this there are three 
things essential : 
(a.) Preparation. " The teacher who has mas- 
tered his lesson at every point is at ease in 
every question, and teaches from thorough 
knowledge of his subject ; the first requisite 
for securing attention; for knowledge is 
power." 
(b.) Personal magnetism is a second requisite. 
This is the quality which makes a person's 
presence felt, even though no act is per- 
formed. It is the power which says to the 
person with whom its possessor comes into 
contact, my will is your master, surrender. 
It holds the attracted mind in any position 
or to any line of thought it desires. It is a 
power which, like natural magnetism, can be 
developed at the order of the will, and the 
teacher should study to obtain it. 
(c.) Knowledge of the soul is a third aid in se- 
curing this sort of attention. For the quali- 
ties of soul to be studied, see our second lesson. 
The child is active, curious, imaginative, and 
affectionate. Study all these traits in order 
to center the child's thought upon yourself. 
(2.) Power to transfer attention from self to truth. 
This is the acme of teaching power. The teacher 



38 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 

who can silently withdraw his personality and 
leave the thought of the listener fixed on the im- 
minent truth is the successful teacher. And this 
is somewhat conditioned upon two things. 
(a.) Will, which, asserting its power through 
acquired personality, simply points the 
pupil to something beyond and outside of 
himself, and steadily and calmly insists that 
the pupil shall look. 
(b.) Consecration, which binds the soul so 
firmly to Christ in love that personality and 
will are lost in him. There are those whom 
we meet that impress us that they have been 
with Christ, and that their lives are simply 
manifestations of his truth. This comes from 
consecration, and this spirit will never let the 
pupil's mind rest on it, but only on Christ. 
(3.) Power to control or give careful attention to 
externalities. Here a teacher's responsibility is 
divided. The officers of the school are chargea- 
ble with care for right ventilation and comfort- 
able temperature, and such other needs as come 
under the head of regulated appliances. But the 
teacher should make these matters also a part of 
personal duty and see that proper attention is 
paid to such matters. But in the matter of disci- 
pline it lies with the teacher. Good companies in 
a regiment make a good regiment. A well- 
ordered class is within the power of the teacher, 
and to have it is the teacher's duty. A school 
made up of well-governed classes needs no disci- 
pline from the superintendent. And discipline 
is essential to attention. 



TEN LESSONS IN SUNDAY-SCHOOL SCTENCE. 39 
(B.) MUTUALITY. 

TV. Definition and Law of Mutuality. — We will 
define mutuality as a sympathetic union between 
teacher and pupil in thought and activity during 
the teaching process. 

It is so evident, after a moment's thought, that this 
mutual relation must exist between the parties to Sun- 
day-school teaching, that we write the Second Law : 
Might thinking as a result of the work of teaching can 
only come from sympathetic union in thought and 
activity, while the work of teaching is in process. To 
effect this is the duty of the teacher. To effect this 
will call for the putting forth of certain activities 
which make the work arduous. Let us consider them : 
(1.) The teacher and pupil must come together 
physically; or, the teacher must approach the 
pupil. The pupil will not approach the teacher. 
There are differences between them of age, sur- 
roundings, and conditions which separate them, 
and the teacher must close the gap. There should 
be no relaxing of this effort. The scholar must 
. be sought and won to personal friendship, and 
brought into possibility of enjoying up to the 
measure of development the things which the 
teacher enjoys. To effect this the teacher must 
go to the scholar. 
(2.) The teacher and pupil must have a common 
platform of personal knowledge ; and this must 
be determined by the teacher. What the pupil 
knows is always different in some respect from 
what the teacher knows. The opposite, or con- 
verse, of this is true. What the teacher knows 



40 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

will widely differ from what the pupil knows. 
Between these two a common basis must be 
found ; and on ic the structure that the teacher 
hopes to build must be reared. The pupil's 
knowledge must be added to that of the teacher, 
and vice versa. 
(3.) The personal influence of the teacher will large- 
ly determine the character of this common plat- 
form of knowledge. The wide difference between 
teacher and pupil must not be forgotten. Their 
homes are different ; their social advantages or 
disadvantages • their ideas / their moral stand- 
ards and attainments / their religious opinions 
and opportunities. Widely unlike, they must 
come to be like each other with the likeness of 
Christ. 
The ignorance which necessarily exists in the 
teacher's mind of the circumstances of each new- 
coming pupil is always a quantity to be considered. 
The range of thought of the pupil's life, its charms, 
its influences, and its dangers, must all be learned by 
the teacher. Thus only can there be hope of bring- 
ing such separate social units into oneness of feeling. 
There are many ways open to accomplish these three 
things, and the faithful teacher will neglect none. 
Personal visitation, receptions in the teacher's home, 
occasional gatherings in the homes of the pupils, 
provision of good literature, scrutiny of companion- 
ship — all these are means that the law of mutuality 
employs. Let each teacher pray, " Lord, have mercy 
upon us, and incline our hearts to keep this law." 



TEN LESSONS IN SUNT) A Y-SCHOOL SCIENCE. 41 



LESSON ■VI. 

THE WORK— LAWS.— Continued. 

SYNOPSIS. 

(c.) Individuality. 
(d.) Concentration. 

I. PREVIOUS LAWS: both teacher and scholar. These, 

teacher only. As before, aim, right thinking; for 
soul grows by thinking. 

Deformed if in wrong channels, 

with wrong purposes, 

by wrong methods ; and 

Noble if in 1 f channels, 

with > right < purposes, 

by J [_ methods. 

II. DEFINITION. Individuality in a Sunday-school teacher 

means a complete understanding of self, etc. Ac- 
cordingly, note the Third Law : Right thinking as 
a result, etc. Under Law w r e remark : 

(1.) Teacher have own appreciation, etc. 

(a) His. (5) He to do it. (c) Appreciate worth. 
Motto — "My class for Jesus." 
Conviction — "I must know how." 

(2.) Teacher have own method, etc. 

(a) Own preparation. (5) Own plan, (c) Own per- 
formance. 
Requisites — Pray. Ponder. Persist. 

(3.) Teacher have own acquaintance, etc. 
(a) Not second-hand learned. 
(V) " " imparted. 

Truth from own heart; not head knowledge, but 
heart knowledge. 

(4.) Teacher have own armory, etc. 
Own Bible. In head, hand, heart. 



42 TEN LESSONS IN SUNDA Y- SCHOOL SCIENCE. 

III. PRELIMINARY AS TO THINKING. Much desirable ;. 

little done. Men prefer, etc. Lesson helps, etc. 
Right thinking must be induced by example. No 
definition needed. 

IV. LAW. Right thinking as a result, etc. 

(1.) In Study. Memorizing ideas, etc. Purpose to 
know. Systematic method. Stated time. 
Every power. 
(2.) In Prayer. God hid in word. Spirit reveals. 
Prayer reaches Spirit. Intense concentration. 
Pray for: 

(a) Knowledge of lesson, and God's pur- 
pose in lesson. 
(&) Personal spiritual enlightenment. 
(c) Conversion of some one now. 

(3.) In Teaching. Time short; perhaps only op- 
portunity. 

(4.) To Accomplishment. E very-day effort on 
great themes, etc. 

(5.) To Definiteness and System. Be clear in 

(a) Statement of questions. 

(b) " historical facts. ■ 

(c) " doctrinal teachings. 

(d) " practical duties. 
Be orderly in arranging truth. 

(a) Begin with possessed knowledge. 
(I) Go step by step. 



THE LESSON. 

L The laws which we have heretofore considered 
embrace in their operation both the teacher and the pu- 
pil. The laws which we have next to inquire into per- 
tain more particularly to the teacher. We should bear 
in mind always that right thinking is the teacher's 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 43 

aim ; both for himself and his pupil, for the soul grows 
by thinking. Two growths are possible : a downward 
one, by which, if the thinking power be exercised in 
wrong channels, or for wrong purposes, or by wrong 
methods, the soul will be deformed, or, if not, yet 
still kept from realizing its best possibilities; and next 
an upward one, by which nobility of sonl will ensue, 
if the thinking power be exercised in right channels, 
with right purposes, and by right methods. Having 
premised thus much, we state the definition of indi- 
viduality. 

II. Definition. — Individuality in a Sunday-school 
teacher means a complete understanding of self, an 
hottest effort at self -development, and absolute truth to 
one's self in practical work. To this add now the 
law : Might thinking as a result of the teaching proc- 
ess must always depend upon fidelity to individuality 
by the teacher. 
(1.) The teacher must have his own appreciation of 
the work he is to do. That work should rest as 
a burden on his soul. He only can bear it. He 
only can feel it. No other teacher can feel it for 
him. (a) It is an individual work — cannot be 
delegated ; (b) if not done by him, will be undone ; 
(e) the greatest work that was ever given to any 
one to do. His soul will center on his own class 
and no other ; his motto will be, " My class for 
Jesus," and that the work demands the best effort 
of his soul will settle upon him as a conviction. 
" I must know how," will be his cry. 
(2.) The teacher must have his own method of doing 
his work. When the teacher has studied the ways 
of all other teachers, it will be still his own that he 



44 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 

must follow, (a) His preparation must be his own. 
(b) His plan for work must be his own. (c) His 
performance must be Ids own. It will cost en- 
trance into the holy of holies of the teacher's soul ; 
namely, the secret shrine where thinking is done. 
Pray, ponder, and persist are the key-words for 
success in individuality in method. 
(3.) The teacher must have individual acquaint- 
ance with the word of God. 
(a.) God's truth is never learned second hand. 
(b.) God's truth cannot be imparted at second 
hand. The truth which the teacher carries 
to a pupil must have come white hot from 
the forge of his own heart. It is not head- 
knowledge that we mean. It is heart -ac- 
quaintance with spiritual truth, and this can 
never come from the heart of another. One 
lesson burning from. the teacher's own soul 
is more effective than numbers taken from 
the lip" or print of some other. 
(4.) The teacher should have his own armory, with 
its weapons always ready for use. That armory 
is the Bible. The teacher should have his own 
and have it always open. Jesus had his own Bible. 
Its weapons are its own truths, and the teacher 
should have them always in his hand, in his head, 
in his heart. The teacher should stamp his indi- 
viduality on every Scripture truth. Its words 
should first have been God's words to him, and 
no other. Then they should go from his lips as 
God's word by him to the waiting soul. He 
should have the Bible always at hand, almost as if 
in his hand. He should have his Bible so familiar- 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 45 

ly, should know it so thoroughly, that men will 
say it is in his head. He should have his Bible 
in his life as such a controlling force that he can 
truly say, " Thy word have I hid in mine heart" 
III. As a preliminary to considering the fourth 
law, note that thinking is the thing most to be desired 
and least done of all exercises in the Sunday-school. 
It is true every-where. Men prefer to let others think 
for them. The newspapers think for us in politics, 
the preachers think for us in religion, the lesson helps 
think for us in the work of the Sunday-school. This 
ought not so to be. Right thinking on religious truth 
on the part of our pupils must be induced by the ex- 
ample of right thinking on the part of the teachers. 
So without denning a thing well understood the 
foueth law is given : Right thinking as the result 
of the work of teaching must depend largely on a 
wise and continual concentration of energy in thought 
upon divine truth, both in the work of preparing and 
in the work of teaching the Sunday school lesson. 
(1.) Concentration is necessary in study. It should 
take form in memorizing the lesson ; not neces- 
sarily its words, but its ideas in all their relations. 
There should be a fixed and stubborn purpose to 
know the lesson and to know all that can be 
known about it. There should be a systematic 
method of study. There should be a stated time 
for study, nothing should be allowed to interfere 
with it, and during it the mind should concen- 
trate every power upon it. 
(2.) Concentration is necessary in prayer. Prayer 
opens the word to the soul. God is hid in his 
: word. The Spirit only can reveal him. Prayer 



46 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

is the means of securing the co-operation of the 
Spirit, and intense concentration of mind and 
of heart should characterize our prayer. The 
teacher should pray, with every worldly thought 
shut out, for three things : {a) Knowledge in the 
lesson, and of God's purpose in the lesson as com- 
mitted to him ; (b) personal spiritual enlighten- 
ment ; (c) the conversion of some pupil, or the 
spiritual uplift of some pupil, by the particular 
lesson before him. 

(3.) Concentration is necessary in teaching. The 
lesson time at the best is short. Many things 
call attention of the teacher away from the great 
work of the hour. Earnest effort should be made 
to bring every power of the soul into active 
operation for one purpose only : to teach the truth 
of Christ at the particular moment given. A 
teacher should concentrate himself on each teach- 
ing effort as if it were the only opportunity he 
would ever possess to tell some soul of Christ. 

(4.) Concentration is necessary to accomplishment 
of purpose. Concentration can only come from 
constant practice. Every day effort should be 
made to concentrate the soul on some great gos- 
pel truth. Take such subjects as regeneration, 
faith, repentance, and hold the soul rigidly to 
them. Put the thought that comes into words ; 
arrange the thoughts in reference to each other ; 
plan how these thoughts may be used in class ; 
when before the class use them as you have 
planned. So concentrate yourself on the accom- 
plishment of your profound purpose, that nothing 
shall prevent. Do not range over the whole field 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 47 
opened by the lesson, bat concentrate, concentrate, 

CONCENTRATE. 

(5.) Concentration is necessary for definiteness and 
for systematic method. Definiteness requires that 
truth be stated with precision ; that there may 
be no doubt in the mind of any pupil as to the 
exact meaning of the thing. For this much 
thought will be required, and constant practice 
in putting into the most compact form the teach- 
ing contemplated. 
(a.) Especially is this needful in questioning ; 

so often questions are ambiguous. 
(b.) In mention of facts from history or litera- 
ture by way of illustration. 
(c.) In attempting to enforce the great doc- 
trines of the New Testament, and 
(d.) In exhorting to practical application of 
the rules of Christian living. System is al- 
ways valuable, nowhere more than in 
the Sunday-school teacher's work. w Order 
is heaven's first law," says the old proverb. 
Hence, in teaching work along orderly lines. 
{a.) Every pupil knows something, and from 
the vantage ground which that affords the 
. teacher should work on to the things which 
are unknown. 
(b.) It is also in the interest of system that such 
work be deliberate and accurate. Take noth- 
ing for granted. Skip no step as unimpor- 
tant. Be logical, and lead the pupil step by 
step from his known out into God's unknown 
truth. 



48 TEN LESSON'S IN SUNDA Y-SCHOOL SCIENCE. 



LESSON VII. 

ADJUNCT S— I LLUSTRATION. 

SYNOPSIS. 



I. Certain things not laws, but aids 



Illustration. 
Interrogation. 
Imagination. 
Inspiration. 
Illustration — Method of Jesus: "without a parable," 
etc. 

Two senses, double use : \ „° .' \ applied to both 

I Hearing, J l L 

External J , f Things, 

, > worlds, see, also near, < „, 
Internal j ' ' ' 1 Truth. 

Word-pictures; never word -tastes, etc. 

Let light in upon truth; never let sound, etc. Hear- 
ing and light avenues to soul. Hence, any help 
to see truth an adjunct of teaching. Any help 
to see truth is an illustration. 
H. VALUE OF ILLUSTRATION. Aid to every class: 

(a) The Child ; (5) The Youth ; (c) The Man. 

HI. PURPOSE OF ILLUSTRATION. 

(a) To win attention. 
(&) To anchor truth in memory, 
(c) To quicken thought. 
IV. HOW DOES ILLUSTRATION OPERATE ? 

It m'akes use of faculties. 

(a) Of sight : The eye. Maps, etc. 
(&) Of memory : Things known, hinted, and memory 
completes. 

(c) Of touch : The hand. Measuring, etc. 

(d) Of imagination: Parables, etc. 

(e) Of reason: Comparisons, etc. 






TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 49 

V. DANGER IN USING. 

(a) Too much, (b) Too carelessly. 

(c) Too broad, (d) For effect only. 

VL ITS MASTERS. 

(a) Socrates, (b) Spurgeon. (c) Moody. 
Above all: Jesus of Nazareth. 

VH ILLUSTRATION OF ILLUSTRATION. 

Subject — The Resurrection. 

(a) Prom Human Life. Sleep a picture of death and 

resurrection. 

(b) From Insect Life. Worm, chrysalis, butterfly. 
(e) From Nature. Grain, seed cast into ground, 

death, blade, ear, full corn. 

(d) From Bible. The incomparable story of Christ's 
resurrection. 



THE LESSON. 

I. There are certain things which are not laws of 
the work of Sunday-school teaching since there may 
be success without their use. But when actively 
and skillfully used they become great aids. Hence, 
they are called adjuncts of the work. They are four 
in number, and will be treated in their order of impor- 
tance : Illustration, Interrogation, Imagination, 
and Inspiration. 

The illustrative method characterized the teaching 
of Jesus. "Without a parable spake he not unto 
them." The illustrative method appeals to two senses, 
the only senses that admit of double use for the phe- 
nomena both of the external and the internal world. 
These senses are sight and hearing / illustrations ap- 
peal to both. We recognize truth by things seen 
3 



50 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

and by things heard. We paint word-pictures ; we 
never can construct word-tastes. We can let light in 
upon the truth ; we can never let sound or touch in 
upon truth. The avenues along which truth draws 
near the soul are sight and hearing, and any help to 
truth as it walks these avenues is an adjunct of teach- 
ing ; and any help to see the truth as it approaches 
the soul is an illustration. 

II. What is the Yaltje of Illustration ? — Its 
value is as an aid to mind, and this is a great value, 
because it aids every class of mind. 

(a.) It aids the child. Every teacher knows 
that a thing told is not so good as a thing si 1 own 
for imparting ideas. " Let me see " is the lan- 
guage of childhood. The boy in the shop learns 
how to run a machine, not by being told, no 
matter how well, but by being shown. (Give 
examples from personal experience.) 
(h.) It helps the youth. It is the wisdom of the 
day-school that it knows this. Object lessons 
depend simply for their value on their power to 
illustrate. In physics principles are made clear 
by experimentation, which is only illustration. 
The same is done in chemistry. Even the bi- 
nomial-theorem receives its demonstration now 
by means of blocks. So in the teaching of spir- 
itual truth, the youth learns best who sees best 
through wise illustration. 
(c.) It helps the man. Preachers know it ; law- 
yers know it ; teachers know it ; merchants 
know it ; after-dinner orators know it. It is the 
pointed story which has a truth in it which punct- 
ures human insensibility, and leaves a thought 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 51 

to work its way toward the soul. In proof read 
any sermon of our great preachers, or speech of 
our great orators. The popular lecture depends 
for success wholly on its illustrations. 

III. What is the Purpose of Illustration ? — 

(a.) To win attention. As we saw in study of 
our first law, attention is essential to success in 
inducing right thinking. The teacher wishes at- 
tention. Illustration will surely aid to obtain it. 
A piece of chalk in the hand, a mark upon a 
blackboard, an object exhibited — any such thing 
is always effective to win attention. 

(b.) To anchor truth in memory. Teachers 
have all witnessed the power of illustration in 
effecting this. The soul delights in the concrete, 
not in the abstract. Memory works by laws of 
association. A man says, " Some character is 
easily influenced ; its resolutions broken etc. 
Some character will bear the same influences and 
never bend at all." When he takes two pieces of 
wood, one pine and one hard white oak, and puts 
them under a screw and breaks one and not the 
other, he fastens in a child's memory, etc. 

(<?.) To quicken thought. A teacher may by 
wise use of illustration lead the mind into great 
activity. Take three pieces of metal of nearly 
same size: a silver dollar, a twenty-dollar gold 
coin, and a piece of sheet-iron. Same size ; all 
metal; all hard, etc. Why is iron worthless? 
Obtain many answers. Next compare the silver, 
" next the gold. Now apply to character. The 
teacher can quicken so simply the thought of a 
whole class to develop deep spiritual truth. 



52 TEN LESSONS IN SUM) A Y-SCHOOL SCIENCE. 

TV. How does Illustration Operate ? — It makes 
use of the various faculties of the soul, appealing to 
them, stimulating them, and developing them. 

(a.) Of sight. It appeals to the eye. It lays be- 
fore it pictures, maps, objects, and causes it to see 
in these things likenesses of truth, or evidences 
of what has occurred, or the places where things 
have occurred in their relations to the pupil's 
own time and place. 

(h.) Of memory. It appeals to the memory, and 
asks it to reproduce from its store the full particu- 
lars of something which it suggests in part. It 
hints at a man on the house-top praying, and 
challenges memory to tell the story of Peter and 
Cornelius, etc. 

(c.) Of touch. It comes to the hand, and asks it 
to help in giving an idea of length, breadth, 
height, etc., by serving itself as a measure. 

(d.) Of imagination. And here it opens a won- 
derful world. It is the world of illustrative fic- 
tions ; not falsehoods, hut fictions, figments, 
things made in this enchanted chamber of the 
brain. Parables, metaphors, similes, etc., origi- 
nate here. 

(e.) Of reason. It lays hold on the logical facul- 
ty, and makes it serve. Comparisons are made 
between truth and natural objects. For example, 
hear Jesus : "The wind bloweth where it list- 
eth," etc.; " so is every one that is born," etc. 
This is an appeal to the reason in its power as a 
comparer. 

Y. There is Danger in the Use of Illustra- 
tion. — It is not proposed here to specify by illustra- 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 53 

tions what these dangers are, but to name them, only, 
and allow each teacher or student of this lesson to de- 
velop individual examples. 

(a.) Some persons use too much illustration. It 

is as if a house were all decoration outside with 

no furniture inside. 

(b.) Sometimes illustration is used too carelessly. 
Attention is not paid to fact ; exaggeration 
attaches to them ; they are needlessly prolonged, 
etc. 

(c.) Sometimes illustrations are too broad. They 
illustrate too much. They carry aid to some 
thought far from their user's purpose. They 
often defeat the end of their use. Of such 
beware. 

(d.) Some illustrations are used only for effect. 
That is, for the purpose of telling a good story, 
for the purpose of airing the user's knowledge, 
for the purpose of making a fine appearance, for 
the purpose of covering up deficient preparation. 
Of this fault beware. 

YI. The Masters of Illustration. — They are 
many, but four are specially worthy of mention. 
They should be studied by the teacher who would 
succeed in illustrating. 

(a.) Socrates. This first is an ancient. But he was 
a master of this principle in its interrogative use. 
Teachers should read much of his methods. 

(b.) Spurgeon. He is a modern. His methods 
are different from those of Socrates. The teach- 
er ought to read John Ploughman *s Talk to 
see the character of illustration which makes this 



54 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

great preacher's power. Homely, terse, rugged, 
sharp, telling. This is Spurgeon. 

(c.) Moody. Another modern. But his illustra- 
tion is for every age and condition. Moody's 
Bible stories are among the most wonderful ex- 
amples of illustrative power to be found in the 
language. Every teacher should own and read 
one volume of Moody. 

(d.) Jesus of Nazareth. The Son of man ; not 
ancient or modern, cosmopolitan. The art of il- 
lustration reached perfection in him. Better 
than any treatise on this subject is Matthew's 
gospel. Read the discourses of Jesus, and see 
what wealth of illustration is in them. 

VII. Illustration of Illustration. — To briefly 
sum up the whole subject, consider the following il- 
lustration. Subject, the Resurrection. 

(a.) Human life illustrates it in sleep, and waking. 

(b.) Insect life also. Worm ; chrysalis, or death ; 
butterfly. 

(c.) Nature illustrates. Grain, seed cast into the 
ground dies; then comes quickening, blade, ear; 
after that full corn in the ear. 

(d.) The Bible tells it. See the incomparable 
story of the resurrection of Christ, an object 
lesson to the world. 



TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 55 



LESSON VIII. 

ADJUNCTS— INTERROGATION. 

SYNOPSIS. 

I. INTERROGATION AN ADJUNCT. A shuttle to weave 
fabric. Jesus used it. Great means of information. 
All classes interrogate. 

H. VALUE OF INTERROGATION. It aids, etc. 
(a.) The child's mind. Pickax and miner. 
(5.) The youth's mind. Absolute necessity, 
(c.) The man's mind. Relation to conversation. 

m. PURPOSE OF INTERROGATION. 

(a.) To win attention. 
(p.) Test pupil's preparation. 
(c.) Develop pupil's thought. 
(d.) Test teacher's success. 

IV. HOW PREPARE, etc. 

(a.) Listening to children. 

(Ik) Asking questions of others. 

(c.) Writing questions. 

(d.) Studying question books. 

V. DANGER IN USING, etc. 

(a.) Of ambiguity. 
(&.) Of weakness, 
(c.) Of folly. 
(d.) Of formality. 

VL SPIRITUALITY ESSENTIAL, etc. Everywhere in 
work for Christ. Not always on lip — always in heart. 
Sometimes personal questions, etc. 



56 TEN LESSONS IN SUNDA Y-SGHOOL SCIENCE. 

THE LESSON. 

I. Interrogation is the adjunct of the work of teach- 
ing. It is the shuttle which flies back and forth 
between teacher and pupil to weave the fabric which 
the truth shall wear as she appears on the stage of 
action of the pupil's life. Jesus gave his most effect- 
ive lesson to the opposing enmity of Pharisees in his 
one question, "What think ye of Christ? whose Son 
is he?" Interrogation is well understood. It is the 
great means of eliciting information for the world. 
The child interrogates. So does the preacher, the 
teacher, the lawyer, the merchant, the artisan, the 
judge. Let us examine it. 

II. What is the Value of Interrogation ? — Like 
illustration, it aids every class of mind. 

(a.) The child's mind. Interrogation to the 
child is like the pickax to the miner. It 
strikes into the body of knowledge and 
loosens nuggets for individual possession. 
The child employs it unconsciously, and at a 
certain time in his developing employs it con- 
tinually. It is the great confessor of igno- 
rance, and the index of the desire to know. 

(b.) The youth? s mind. Of every class this is 
true ; of those in school, in shop, in trade, 
poor or rich, with advantages or without. 
To the youth the question is a necessity ; it 
will not be, however, of his asking ; between 
childhood and manhood there lies the diffi- 
dent, semi-speechless age, when religious 
truth is brought to the heart, and a question 
is the only lever which can open the lips. 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 57 

(c.) The man's mind. The spice of life is 
good conversation, and the question is its 
great promoter. The best results come from 
free interchange of question and answer be- 
tween men when religious truth is the sub- 
ject. The lawyer cannot work his case with- 
out his question. Men carry on life's greatest 
enterprises, and arrive at their best conclu- 
sions, by the aid of interrogation. The Sun- 
day-school teacher, therefore, in contact with 
these three classes of mind, must know its 
value practically. 
III. The Purpose or Interrogation. — It has many. 
Chief are the following: 

(a.) To win attention. A speaker held a book, 
flexible, with leather covered edges, in his 
hand before an audience, and asked, " What 
book is this ? " Answer at once, " The 
Bible." In the other hand a similar small 
book. Same question ; same answer. 
"Wrong," said he. The question did it. 
Illustration and interrogation were com- 
bined. He had the attention of every eye. 
The wise, skilled teacher can arrest attention 
and procure mutuality by interrogation. 

(b.) To test a pup Ws preparation. Our 
theory is that pupils prepare their lessons by 
study before audience with teacher. The 
question soon determines whether the theory 
be correct. These questions should follow 
the lesson facts. They should be short, 
suggestive, and bright. They will soon show 
the teacher the condition and need of the 
3* 



58 TEN LESSONS IN SUNDAY-SCHOOL SCIENCE. 

various members of the class. This exercise 
should be a regular part of each session ; not 
too long, but complete. It ought, wisely 
handled, to be also a stimulus to preparation. 
(<?.) To develop the thought of the pupil. Here 
the use of interrogation begins. The teacher 
will be the inspiring force, but the pupils 
should ask the questions. The teacher should 
challenge the interrogative faculty, arouse 
the members of the class to question-asking, 
and use the questions asked as the basis for 
developing others. Each pupil thinks some- 
thing, and interrogation may be made to de- 
velop it. Sometimes a question persistently 
repeated by the teacher will awaken much 
good mental effort by the class. 
(d.) To test the teacher's success. A well-pre- 
pared teacher has certain lessons that he de- 
sires to inculcate. The effort of lesson time is 
given to them. All the laws of the work are 
used by him. All the adjuncts come to his aid. 
Now, at close, rapid interrogation will review 
the work of the hour, and test what has been 
done. Will show where he has failed, and 
what he should once more try to do. There- 
fore, interrogate, interrogate, interrogate. 
IT. How Prepare to Interrogate Wisely. — " An}' 
fool can ask a question," says the proverb. But no 
fool can with premeditation ask a wise one. To be a 
good questioner is a great accomplishment. The law- 
yer who questions best, gets best testimony for the 
jury. How can one be sure to become a good ques- 
tioner ? 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 59 

(a.) By listening to the questions of children. 
There can be no more profitable exercise. 
Make opportunity. Talk with children 
much ; arouse their question-asking faculty, 
and watch it at its work. Then think how 
you can apply what you learn to } 7 our own 
questioning. 

(h.) By asking questions often of others. Let 
two teachers, or a company of teachers, as in 
a teachers' meeting, ask questions for ten 
minutes upon any impromptu subject. It 
will be found as difficult as extempore speech. 
But it will likewise prove of great service in 
preparing to do the same work well in Sun- 
day-school. 

(c.) By writing questions on each lesson. There 
is no more difficult and valuable exercise. 
Write twenty questions on a lesson, after the 
first study is done. When they have grown 
cold examine them ; see if you can answer 
them yourself ; test them whether they are 
such as will effect your purpose. Ask your- 
self twenty new extempore questions, and 
vary this process between speaking and writ- 
ing till question-making grows easy. Never 
take a written list of questions to the class. 

id.) By studying question books. This is a 
most suggestive help to interrogation. There 
are many question books or question lists 
in various Sunday-school publications. A 
teacher is wise who keeps all of them possi- 
ble at hand, and studies the printed questions 
carefully and honestly ; not to adopt or copy, 



60 TEN LESSON'S IN SUNDA Y-SCIIOOL SCIENCE. 

or not necessarily to reject, but to use rightly 
in learning how to ask questions. 
Y. There is Danger in Using Questions. — Here, 
as elsewhere, the teacher must he on guard. 

(a.) Danger of ambiguity. It is easy to mis- 
understand. Pupils sometimes know the 
thing that you seek for, but fail to grasp the 
meaning of the sentence that seeks it. Be 
clear and simple. 

(b.) Danger of weakness. Did Jesus speak to 
the woman at the well ? Yes. Was it Jacob's 
well ? Yes. Was it in Samaria ? Yes. Did 
Jacob dig it ? Yes, etc. A million such ques- 
tions do not teach or help to teach. They 
weaken and destroy. Study to make your 
questions noble and strong. 

(c.) Danger of folly. A teacher once asked, 
"Of what did Elisha die?" A pupil an- 
swered, " Of the sickness, whereof P See 
2 Kings 13, 14. Solomon's maxim, " An- 
swer a fool according to his foil) 7 ," was thus 
heeded. " Is the exact spot where Jonah 
was cast ashore known ? " was asked of the 
writer by another teacher. Pupils in this 
day are keen. Beware. 

id.) Danger of formality. Question-asking 
is the thing to do ; it must be done ; I will 
do it ; and forthwith one proceeds to do it. 
Such interrogation is fatal. It creates con- 
tempt and weariness. Form is necessary for 
every thing, but the form must be made alive 
by an indwelling spirit — and this suggests 
the last point of our outline. 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 61 

VI. Spirituality is Essential to Interrogation in 
the Sunday-school. — Where in work for Christ is it 
not necessary ? One does not need to he always ad- 
vertising the fact of spiritual purpose, and many 
things will, of course, be more or less formal and prac- 
tical ; but the eternal Spirit must dwell in the heart 
and be back of the thought that is to be carried home 
to pupils' hearts if mark is to be made on them for 
eternity with Christ. And sometimes, when the Spirit 
of God directs, there must be direct personal spiritual 
questions, addressed in the force and sweetness of love, 
to the individual pupil. 



62 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 



LESSON IZXl. 

ADJUNCTS— IMAGINATION. 

SYNOPSIS. 

I. Imagination adjunct capable of great results. 
DEFINITION. The faculty oi the mind, etc. 

(a) Universal. Every child has it. 
(7>) Develops early. Hand in hand with memory. 
(c) Thought-creator. General Inference. Useful ad- 
junct. 

II. WHY APPEAL TO IMAGINATION? 

(a) Without it teaching power not developed. 
(7>) " " faculty of soul unused, or, etc. 

Ill WHAT CAN IMAGINATION DO? 

(a) Construct. 

(b) Decorate. 

(c) Illustrate. 

(d) Create. 

IV. WHAT PURPOSE IN VIEW ? 

(a) Negatively. Not to amuse, etc. 

(b) Positively. To stimulate, to arouse, to inspire. 

V. RULES FOR USE OF IMAGINATION. 

(a) Never to show power in such lines. 
(&) Not so often as to create craving, etc. 

(c) Not allow to run riot, etc. 

(d) Only after careful preparation. 



THE LESSON. 

I. The imagination is an adjunct of tlie work of 
teaching that is capable, under wise use, of securing 
most admirable results in the impartation of knowl- 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 63 

edge. It is especially true in the realm of Bible 

knowledge. 

Definition. " The faculty of the mind by which 

it either bodies forth the forms of things unknown, or 

produces original thoughts or new combinations of 

ideas, from materials stored up in the memory^ — 

Worcester. 
Its value to the Sunday-school teacher at once, by 

the definition, becomes apparent; for, 

(a.) It is universal. The child that has no imagi- 
nation has probably never been born. From the 
peasant's hut to the home of the noble, where- 
ever you find a child, you find this faculty, cut- 
ting from newspaper or fashion-plate whole gener- 
ations of paper fictions which it endows with life 
and reality, and. makes them court and. wed, and 
love and. hate, and smile and weep, and toil and 
die, as the caprice of the hour may dictate. 
(Let the student recall instances of this from ob- 
servation.) 
(ft.) It develops early. As soon as the soul begins 
to observe and to remember it begins to imagine. 
It seems to go hand in hand with memory, and 
plays with the stores that memory has gathered, 
combining and arranging, moving and separating, 
building up and tearing down, with reckless dis- 
regard of past, or present, or future relations. 
Note its play in the child from two to six years of 
age that has not been taught to repress its action. 
(In teaching, give instances.) 
(c.) It is a thought-creator. The great purpose of all 
education is to teach the pupil to think. Thought 
comes from combinations of ideas ; and no facul- 



64 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

ty is so active in combining ideas as is the imag- 
ination. The kindergarten-table, with its little 
squares, and bits of paper or pieces of straw, is 
a constant appeal to the combining and grouping 
power of the imagination. Out of it comes 
thought, which takes form in constant new crea- 
tions of form and figure. The sand-board, with 
its possibilities of appeal to the imagination, is 
the possible creator of thought as the wise teacher 
makes miniature geography, with sand mountains 
and ravines, and pencil outlines of river, lake, or 
coast. 

General Inference. It is, therefore, a useful ad- 
junct in teaching, because Universal, Early, and 
Creative. 

II. Why Should the Teacher Appeal to the 
Imagination ? — 

(a.) Without it teaching power .cannot be most 
fully developed. Bear in mind it is as necessary 
to the teacher as it is common in the child. The 
imagi nationless teacher is a fossil. Such a teacher 
is cold, hard, logical, emotionless. Such a teacher 
describes the Sea of Galilee, but it has no grassy 
banks ; is overtowered by no lofty mountains ; 
is lashed into billows by no wild sweeping 
storms. The teacher who uses it rightly will de- 
velop his power to fasten impressions until the 
pupil's soul, under no matter what fierce after as- 
sault of doubt, will never be able to divest itself of 
the sight of Peter walking on the water, or of Moses 
smiting the rock. It trebles the teacher's power. 

(b.) Without it a God-given faculty is left unused, 
or is in danger of a use which will produce wily 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 65 

mischief. Imagination is like a piano in your 
parlor. It is there ready to be played upon. 
Touched by the expert, it yields noble harmony; 
by the ignorant hand, only discord. Untouched, 
it gives no sound. The imagination of the child, 
left to run wild, or to be used by only its own un- 
taught soul, may become a source of sore evil. 
The imagination, unused at all, dooms the soul to 
the drudgery of mere matter-of-fact toil. God gives 
nothing without design. He gives this faculty to be 
used in connection with memory and observation. 
(Study the way of any mother with her child.) 
III. What Can the Imagination Do ? — 
(a.) It can construct. It can take the material which 
a Sunday-school lesson will furnish and build up 
a structure of the present day. It will let fancy 
have its fair part in its work. When Cain and 
Abel walk in the field, and Cain rises up against 
Abel, it will tell the story of the quarrel, and 
picture the smallest details. When Peter walks 
on the water it will make him sit down on the 
gunwale of the boat, grasp it with both hands, 
put over one foot and try if the water will hold, 
then the other, etc. The pupil will see the act 
built up before Ids eyes. 
(o.) It can decorate. Bible truth will gleam with 
the light he sheds on it ; will glow with, the 
warmth he kindles under it ; will entrance with 
the beauty of the garnishing he gives it. Touches 
of beauty from the life of to-day will show in it. 
Lot will count his wealth in the gate of Sodom 
as the miser counts his bonds. Mr. Moody makes 
Lot say, " I shall be a richer man than my Uncle 



66 TEN LESSON'S IN SUNDA Y-SCHOOL SCIENCE. 

Abraham in five years more." That is a decora- 
tive rise of the imagination. (Let the student 
seek illustration of this.) 

(c.) It can illustrate. Let ns keep np the figure of 
the house. When it is built he will decorate it ; 
when it is decorated and settled he will hang pict- 
ures in it. These lie w T ill gather wherever he 
travels, in body or spirit. As the European tourist 
will brin^ home the head of Anorelo from Flor- 
ence, so he will bring pictures from each spot his 
foot touches. A red thread in a rope running 
through its center is a picture of the blood of 
Christ running through the line of God's reve- 
lation. (Let the teacher from his own observa- 
tion continue this.) 
(d.) It can create. Jesus is the teacher's model in 
this use of the imagination as an adjunct of his 
teaching. His parables were creations of the 
imagination, and are specimens of the best teach- 
ing ever done. He took them from the hill-side, 
the vineyard, the Sea of Galilee, anywhere, every- 
where, and they have illumined truth for all time. 
The wise teacher will sometimes use allegory and 
parable, or story, though caution is necessary not 
to use so often as to create a craving for them as 
against the other equally necessary processes in 
teaching Scripture truth. 

IV. What Purpose Should the Teacher Keep 
in Yiew in Appealing to the Imagination ? — 

(a.) Negatively. Not the -purpose of amusing, 
diverting, entertaining, or creating sensation. 
It could accomplish all these and be not an ad- 
junct, but a hinderance, to the teacher's work. 



TEN LESSONS IN SUNDA Y- SCHOOL SCIENCE. 67 

(b.) Positively. Its purpose is to stimulate to effort, 
to arouse to resolution, and to inspire to emula- 
tion. Teachers who can should listen to Tal mage 
or to Mood j, simply to see how eacli of these men 
accomplish these purposes by their amazing use 
of the imagination. 

Y. Some Rules foe the Use of the Imagina- 
tion. — 

(a.) Never use simply for the sake of showing your 
power in such lines. 

(b.) Do not use so habitually, as to create a crav- 
ing for that particular kind of mental pabulum. 
If you do, you will make spiritual dyspeptics. 

(c.) Do not let imagination run riot, and picture 
scenes contrary to truth. You deal with minds 
that receive impressions easily and tending toward 
the fanciful in imagination, and wrong impres- 
sions may thus be made that a life-time will not 
efface. 

(d.) Only use after careful preparation and 
thorough study with a definite object in view. 
For this purpose study the great masters of the 
use of the imagination in teaching — Moody, 
Talmage, Schauffler, and others — and see and 
learn their methods. It will produce great results ; 
it is worthy great efforts. 



68 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 



Therefore \ 



LESSOIM Z2£L_ 

ADJUNCTS— INSPIRATION. 

SYNOPSIS. 

I. What is meant by Inspiration is not only power to inspire, etc. 
DEFINITION. (1.) Inspiration is an indwelling, etc. 

(2 . ) Inspiration is the po wer in the teacher, 
etc. 

f subjective. 
j objective. 

n. SUBJECTIVE INSPIRATION. Adjunct, since teacher 
recipient, etc. 

(a) Power of perceiving truth. Not natural, etc. 

(b) Power of imparting truth. Spirit great teacher. 

(c) Power of fructifying truth. Truth grows, etc. 

(d) Power of living truth. 

III. HOW SECURE, etc.? 

(a) By knowledge of truth. 

(b) By obedient waiting on God. Read Acts 1 and 2. 

(c) By looking to Christ. A heart look. 

IV. OBJECTIVE INSPIRATION. Adjunct, because it may 

lead pupil by teacher's power to Christ. 
For methods of securing, see Lesson III, and study 
Jesus as the model Teacher. Of him notice : 

(a) His knowledge. Old Testament ; traditions ; nature ; 

men. 

(b) His courage. Not bravado, etc. 

(c) His spirit. Unselfish, persuasive, etc. 

(d) His thoughtfulness. Calm, practical, simple. 

V. PRACTICAL SUGGESTION. Practice daily; gain 

knowledge ; strive for courage ; emulate Jesus ; think 
much. 



TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 69 

THE LESSON. 

I. By inspiration as an adjunct of teaching is 
meant not only power to inspire others to work, or 
to love truth, but also inspiration from the great 
Teacher himself, which shall control every impulse of 
the sonl. 

(1.) Definition". Inspiration is an indwelling in the 
soul of the Holy Spirit and an indwelling of the 
soul in the Holy Spirit, such as was promised by 
Jesus Christ to his Church, and which is found 
in the individual promise of Rev. 3. 20, "Be- 
hold I stand," etc. 

(2.) Inspiration is the power in the teacher of 
arousing pupils to active search after truth, and 
to intense love for Jesus Christ as the King of 
truth. It is, therefore, subjective and objective. 

II. Subjective inspiration is an adjunct of the 
Sunday-school teacher's work ; since the teacher be- 
comes, through the indwelling of the Spirit, the recip- 
ient of the Spirit's powers ; these are as follows : 

(a.) The power of perceiving truth. The heart of 
man cannot naturally know the truth as it is in 
Jesus. It was the promise of Jesus that the Spirit 
should guide those who received him into all 
truth. Paul gives the reason, " The Spirit 
knoweth the deep things of God." 1 Cor. 2. 10. 
This has been proved repeatedly in Christian ex- 
perience. The. natural heart perceives not the 
things of God, for God is a Spirit, and they are 
spiritual things. But with the indwelling of the 
Spirit comes the unction from the Holy One by 
which we know all things. 1 John 2. 20. 



70 TEN LESSONS IN SUNDA Y-SCHOOL SCIENCE. 

(b.) The power of imparting truth. It is the great 
office of the Spirit to make truth known to others. 
Jesus distinctly said, " He shall teach jou all things, 
and bring all things to jour remembrance." The 
great work of the Sunday-school teacher is to im- 
part truth, and this can be surely done by one 
who so waits on God as to secure the impartation 
to himself of the Holy Spirit. 

(c.) The power of fructify in g truth. That is, the 
power of making truth grow in the life and bear 
fruit. This is one of the secret powers of the Spirit, 
and yet the secret is learned by many a teacher. 
It comes through prayer and watchfulness and 
heart yearning and tact in nurturing the truth 
which the Spirit reveals. Sometimes a hand-shake 
between pupil and teacher, sometimes a tear, some- 
times a sigh, sometimes a look of love is the gentle 
influence that fructifies the truth. 

(d.) The power of living the truth. The Spirit lives 
the truth, working out in man all good things, di- 
viding severally as he will. 1 Cor. 12. 11. The 
Sunday-school teacher should live the truth which 
he teaches, and that he may should be his constant 
prayer. 

" There is a prayer of the later fathers which 
has become so sacred to the Christian Church as 
to stand but little below the prayers of David and 
Paul : ' Cleanse the thoughts of our hearts by the 
inspiration of thy Holy Spirit, that we may per- 
fectly love thee, and worthily magnify thy holy 
name.' 

" That prayer is a beautiful gate to a temple, be- 
fore which thousands of Christians have stood 






TEN LESSONS IN SUNDA Y-SCROOL SCIENCE. 71 

longing and hesitant, only to turn sadly to the 
outer courts. Some have waited on the thresh- 
old until they have felt a touch of baptismal fire, 
and have entered in to dwell in the house of the 
Lord forever. We all know one, at least, of those 
who walk in the inner light. The beauty of the 
Lord is in their faces ; the work of the Lord pros- 
pers in their hands, so that, whether they stand 
at the altar or serve in the lowest office of the 
sanctuary, the ministration of the Spirit is glori- 
ous/' — Mary A. Lathbury. 

III. How May One Secure this Subjective In- 
spiration ? — 

(a.) By knowledge of the truth. There is no power 
to convince of truth like the Scriptures them- 
selves. Cornelius received the Holy Spirit by 
devout listening to the simple story of Jesus as 
told by Peter. He had been honest in his pre- 
vious search for truth, devout in his attitude 
toward truth, and the w r ord preached brought 
knowledge which opened his heart to the en- 
trance of the Holy Spirit. 

(h.) By obedient wait'nig on, God. Read the story 
of Acts 1 and 2. They w T aited for the promise 
in prayer and received abundantly. The Sunday- 
school teacher should follow this example until 
he receives the indwelling Spirit. 

(c.) By simple looking to Christ. A look with the 
heart ; a look that puts self and sin entirely out 
of the account. It is to have the child-like spirit 
of which Christ spoke. And this any teacher can 
have. It is not by " the fine address — the genial, 



72 TEN LESSONS IN SUNDA Y- SCHOOL SCIENC&. 

magnetic manner — the tact and grace of lan- 
guage ; not by the fund of scriptural knowledge ; 
'not by might, nor by power,' does the teacher 
gain his class for Christ, 'but by my Spirit, saith 
the Lord.' The soul that has simplicity enough 
to let God shine through it upon others may be 
that of a sage or a servant-girl, and the touch of 
the Spirit will be with power ; for ' it is the Spirit 
that quickeneth ; the flesh proliteth nothing.'" 
1Y. Objective inspiration is an adjunct of the 
teacher's work, since by it the teacher is enabled to 
bring the pupil up upon the plane of Christian living. 
For the methods by which the teacher may secure 
this inspiration in his pupils, study once, more the les- 
son on qualifications of the teacher. Besides, study 
the character of Jesus as the model Teacher of the 
world. In that study notice 

(a.) His knowledge. Not to look at him as divine, 
consider his wonderful familiarity with the Old 
Testament Scriptures, his knowledge of the tra- 
ditions of his people, his knowlege of nature, and 
of men in every avocation of his time. 
(h.) His courage. Not bravado; not bully i sm ; not 
recklessness ; not that nobler thing bravery. But 
a courage which consisted in loyal devotion to 
truth coupled with complete submission to God's 
will. It made him take stand against his day and 
generation and to cast aside all tradition as he 
taught, " I say mito you" etc. 
(c.) His spirit. Unselfish, and yet wholly absorbed 
in his work ; tender and sympathetic as a child, 
and yet unmerciful in his denunciations of hypoc- 
risy ; persuasive to the last decree, he won multi- 



m LESSONS IN kIUND AY-SCHOOL SCIENCE. 73 

tudes to follow him, and yet unyielding in tlie 
great truths of sin and judgment and retribution. 
(d.) His thoughff uZness. He was the calmest 
thinker that the world has seen. His thinking 
was the most practical. He thought simply along 
the'lines of revealed truth. He left no written 
system of philosophy. He made no ingenious 
conversations, by which, through question and an- 
swer, he entrapped the unwary. He simply taught 
from his own meditation what God's great truths 
meant. 
V. In closing this series of studies, we make one 
practical suggestion. The Sunday-school teacher 
should practice daily the art which will enable him to 
become adept in arousing others to effort. He should 
gain all possible knowledge concerning Jesus, that he 
may thus move his pupil's life toward Jesus. 

He should strive for true courage that will enable 
him to press the most vital truths home on individual 
hearts. He should emulate the spirit of the man Jesus 
that as a man he may be a living illustration of the life 
of Jesus. 

He should think, think, think, hour by hour, day 
by day, week by week, month by month, year by year, 
taking as the basis of his thinking the Scriptures as 
God's revealed word. 



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